K–12 Physical Education Assessment Handbooksmajresources.weebly.com/uploads/7/1/1/0/7110115/edtpa_pe_handb… · ... discipline-specific portfolio assessments to evaluate teaching

K–12 Physical Education

Assessment Handbook January 2013

edTPA_PhysEd_01

edTPA stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness. The Teacher Performance Assessment Consortium (Stanford and AACTE) acknowledges the National Board for Professional Teaching Standards, the Interstate Teacher Assessment and Support Consortium, and the Performance Assessment for California Teachers for their pioneering work using discipline-specific portfolio assessments to evaluate teaching quality. This version of the handbook has been developed with thoughtful input from over six hundred teachers and teacher educators representing various national design teams, national subject matter organizations (AAHPERD, ACEI, ACTFL, AMLE, CEC, IRA, NAEYC, NAGC, NCSS, NCTE, NCTM, NSTA), and content validation reviewers. All contributions are recognized and appreciated.

This document was authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. and/or its affiliates.

edTPA K–12 Physical Education Assessment Handbook

Contents Introduction to edTPA in K–12 Physical Education ....................................................................... 1

Purpose ..................................................................................................................................................................1 Summary of Tasks ..................................................................................................................................................1 Structure of the Handbook ......................................................................................................................................4 edTPA Tasks Overview ..........................................................................................................................................5

Task 1: Planning for Instruction and Assessment ......................................................................... 8 What to Think About ...............................................................................................................................................8 What Do I Need to Do? ...........................................................................................................................................8 What Do I Need to Write? .....................................................................................................................................10 How Will the Evidence of My Teaching Practice Be Assessed? ...........................................................................12 Planning Rubrics...................................................................................................................................................13

Task 2: Instructing and Engaging Students in Learning ............................................................. 18 What to Think About .............................................................................................................................................18 What Do I Need to Do? .........................................................................................................................................18 What Do I Need to Write? .....................................................................................................................................20 How Will the Evidence of My Teaching Practice Be Assessed? ...........................................................................21 Instruction Rubrics ................................................................................................................................................22

Task 3: Assessing Student Learning ............................................................................................ 28 What to Think About .............................................................................................................................................28 What Do I Need to Do? .........................................................................................................................................28 What Do I Need to Write? .....................................................................................................................................29 How Will the Evidence of My Teaching Practice Be Assessed? ...........................................................................30 Assessment Rubrics .............................................................................................................................................31

Professional Responsibilities ........................................................................................................ 34 K–12 Physical Education Context for Learning Information ....................................................... 35 K–12 Physical Education Evidence Chart..................................................................................... 37

Task 1: Artifacts and Commentary Specifications.................................................................................................37 Task 2: Artifacts and Commentary Specifications.................................................................................................38 Task 3: Artifacts and Commentary Specifications.................................................................................................39

K–12 Physical Education Glossary ............................................................................................... 40

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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.


Introduction to edTPA in K–12 Physical Education

Purpose

edTPA is a nationally available performance assessment of readiness to teach for novices. The assessment is designed with a focus on student learning and principles from research and theory. Successful teachers

develop knowledge of subject matter content standards and subject-specific pedagogy

develop and apply knowledge of varied students’ needs

consider research and theory about how students learn

reflect on and analyze evidence of the effects of instruction on student learning

As a performance-based assessment, edTPA is designed to engage candidates in demonstrating their understanding of teaching and student learning in authentic ways.

Summary of Tasks

In this assessment, you will develop and teach 3–5 consecutive physical education lessons referred to as a learning segment. You will select one class—that is, one group of students—for the learning segment. The learning segment’s length will depend on how frequently and for how long you teach each class of students:

If teaching the same students every day, 3–5 lessons

If teaching the same students once a week, 3–4 lessons

If teaching the same students in a block schedule, approximately 3–5 hours

Consistent with the AAHPERD/NASPE Standards,1 a learning segment prepared for this assessment should reflect a balanced approach to teaching physical education. This includes learning tasks that provide opportunities for students to develop competencies in the psychomotor, cognitive, and/or affective domains related to movement patterns, performance concepts, and/or health-enhancing fitness.

You will complete three tasks for edTPA:

1. Planning for Instruction and Assessment

2. Instructing and Engaging Students in Learning

3. Assessing Student Learning

1 The National Standards for Physical Education (2004) are available at:

www.aahperd.org/naspe/standards/nationalstandards/pestandards.cfm

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http://www.aahperd.org/naspe/standards/nationalstandards/pestandards.cfm


The Cycle of Effective Teaching and edTPA Tasks The three edTPA tasks represent a cycle of effective teaching. The planning task documents your intended teaching, the instruction task documents your enacted teaching, and the assessment task documents the impact of your teaching on student learning.

These tasks and the evidence you provide for each are framed by your understanding of your students and their learning. As you develop and document your evidence materials, and teach your lessons, you will reflect upon the cyclical relationship among planning, instruction, and assessment with a focus on your students’ learning needs.

Evidence of Teaching Practice: Artifacts and Commentaries To complete the assessment, you will submit artifacts and commentaries as evidence of how you planned and implemented instruction to deepen student learning in physical education.

Artifacts represent authentic work completed by you and your students. These include lesson plans, copies of instructional and assessment materials, video clip(s) of your teaching, and student work samples.

Commentaries are your opportunity to describe your artifacts, explain the rationale behind their choice, and analyze what you have learned about your teaching practice and your students’ learning. Note that although your writing ability will not be scored directly, commentaries must be clearly written and well focused.

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When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. Refer to the K–12 Physical Education Evidence Chart for information about how your evidence should be formatted for electronic submission.

Evaluation Criteria The evidence you submit will be judged on five components of teaching practice:

1. Planning

2. Instruction

3. Assessment

4. Analyzing Teaching

5. Academic Language

You will provide evidence for the planning, instruction, and assessment dimensions within the corresponding tasks. You will provide evidence for the analyzing teaching component across all three tasks. You will provide evidence for the academic language dimension in the planning and instruction tasks.

The rubrics used to score your performance on edTPA are included in this handbook and follow the directions for each task. The descriptors in the five-level rubrics address a wide range of performances representing the knowledge and skills of a novice not ready to teach (Level 1) to the advanced practices of a highly accomplished beginner (Level 5).

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Structure of the Handbook

The instructions on the following pages will guide you in putting together the artifacts and commentaries required within the three tasks of edTPA. Within each task, instructions are organized into four sections:

1. What to Think About

2. What Do I Need to Do?

3. What Do I Need to Write?

4. How Will the Evidence of My Teaching Practice Be Assessed?

Additional requirements and resources are available to you in this handbook:2

Professional Responsibilities: guidelines for the development of your evidence

Context for Learning Information: prompts used to collect information about your school/classroom context

Evidence Chart: requirements for electronic evidence submission, including supported file types, number of files, response length, and other important evidence specifications

Glossary: definitions of key terms; roll your cursor over each glossary term marked with a dotted underline or refer to the K–12 Physical Education Glossary.

Review all instructions carefully before beginning to teach the learning segment to ensure that you are well prepared for all tasks. If you are submitting artifacts and commentaries to Pearson for official scoring, refer to the Pearson website, www.edTPA.com, for complete and current information before beginning your work.

2 Your preparation program will have additional resources, including the Making Good Choices document, that provide

guidance as you develop your evidence.

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http://www.edtpa.com/


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edTPA Tasks Overview

Task 1 Planning: Planning for Instruction and Assessment

What to Do

Select one class as a focus for this assessment. Provide relevant context information.

Identify a learning segment to plan, teach, and analyze. The length of the learning segment depends on how frequently you teach the same students. If daily, then it is 3–5 lessons. If weekly, it is 3–4 lessons. If in a block schedule, it is 3–5 hours of instruction. Identify a central focus. The central focus should support students to develop competencies and knowledge in the psychomotor, cognitive, and/or affective learning domains related to movement patterns, performance concepts, and/or health-enhancing fitness.

Write and submit a lesson plan for each lesson in the learning segment.

Select and submit key instructional materials needed to understand what you and the students will be doing.

Choose one language function. Identify a learning task where students use that language function. Identify the language that students will be expected to use to engage in the learning task and your instructional supports.

Submit copies or prompts/directions for all planned assessments from the learning segment.

Respond to commentary prompts prior to teaching the learning segment.

What to Submit

Part A: Context for LearningInformation

Part B: Lesson Plans for Learning Segment

Part C: Instructional Materials

Part D: Assessments

Part E: Planning Commentary

Evaluation Rubrics

Planning Rubrics Rubric 1: Planning for Developing Competencies in Physical Education

Rubric 2: Planning to Support Varied Student Learning Needs

Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

Rubric 4: Identifying and Supporting Language Demands

Rubric 5: Planning Assessments to Monitor and Support Student Learning



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Task 2 Instruction: Instructing and Engaging Students in Learning

What to Do

Obtain required permissions for video recording from parents/guardians of your students and other adults appearing in the video.

Identify lessons to videorecord. You should be interacting with students to develop competencies in the

psychomotor, cognitive, and/or affective learning domains related to movement patterns, performance concepts, and/or health enhancing fitness through instruction for planned learning tasks

transition smoothly to, within, or from a learning task

Select 3 focus students that represent the range of psychomotor competencies within the class. At least one student must require different strategies/support. During the recording be sure to capture footage of these focus students.

Videorecord your teaching and select 1 or 2 video clip(s) (totaling no more than 20 minutes) showing support for developing competencies and showing at least one transition to, within, or from a learning task.

Analyze evidence of students’ language use from the video clip(s) from the instruction task.

Analyze your teaching and your students’ learning in the video clip(s) by responding to commentary prompts.

What to Submit

Part A: Video Clip(s)

Part B: Instruction Commentary

Evaluation Rubrics

Instruction Rubrics Rubric 6: Learning Environment

Rubric 7: Engaging Students in Learning

Rubric 8: Strengthening Student Competencies through Active Monitoring

Rubric 9: Subject-Specific Pedagogy

Rubric 10: Analyzing Students’ Language Use and Physical Education Learning

Rubric 11: Analyzing Teaching Effectiveness



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Task 3 Assessment: Assessing Student Learning

What to Do

Select one formal performance-based assessment from the learning segment that you will use to evaluate your students’ competencies in the psychomotor, cognitive, and/or affective domains related to movement patterns, performance concepts, and/or health enhancing fitness. Submit the assessment used to evaluate student performance.

Define and submit the evalua on ticriteria you will use to analyze student learning.

Review whole class results from the assessment to identify quantitative and qualitative patterns of learning within and across learners in the class.

Summarize the learning of the whole class. Use video clips of the 3 focus students to illustrate patterns in student learning across the class.

Submit feedback on the assessment for the 3 students in written, audio, or video form.

Analyze your assessment of student learning by responding to commentary prompts.

Analyze your assessment of student learning and plan for next steps by responding to commentary prompts.

What to Submit

Part A: Student Work Samples

Part B: Evidence of Feedback

Part C: Assessment Commentary

Part D: Evaluation Criteria

Evaluation Rubrics

Assessment Rubrics Rubric 12: Analysis of Student Learning

Rubric 13: Providing Feedback to Guide Learning

Rubric 14: Using Assessment to Inform Instruction



Task 1: Planning for Instruction and Assessment

What to Think About

In Task 1: Planning for Instruction and Assessment, you will describe your plans for the learning segment and explain how your instruction is appropriate for the students and the content you are teaching:

What do your students know, what can they do, and what are they learning to do?

What do you want your students to learn? What are the important understandings and core concepts you want students to develop within the learning segment?

What instructional strategies, learning tasks, and assessments will you design to support student learning and language use?

How is the teaching you propose informed by your knowledge of students?

Task 1 prepares you to demonstrate and analyze the effectiveness of your teaching of the planned learning segment.

What Do I Need to Do?

Select a class. If you teach more than one class, select one focus class for this assessment.

Provide context information. The Context for Learning Information is provided at the end of this handbook (no more than 3 pages, including prompts).

Identify a learning segment to plan, teach, and analyze. Review the curriculum with your cooperating teacher and select a learning segment:

If teaching the same students every day, 3–5 lessons

If teaching the same students once a week, 3–4 lessons

If teaching the same students in a block schedule, approximately 3–5 hours

Identify a central focus. Identify the central focus along with the content standards and objectives you will address in the learning segment. The central focus should support students to develop competencies in the psychomotor, cognitive, and/or affective learning domains related to

movement patterns

performance concepts, and/or

health-enhancing fitness

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Analyze language demands. Select a key language function, a learning task, and additional language demands required by the task. Academic language is not a by-product of participating in a lesson but must be included in the planning and implementing of an effective lesson in physical education.

Write a lesson plan for each lesson in the learning segment. Your lesson plans should be detailed enough that a substitute or other teacher could understand them well enough to use them. If your teacher preparation program requires you to use a specific lesson plan format for this assessment, be sure to include the information described below.

Your lesson plans should minimally include the following information:

State-adopted physical education content standards and/or AAHPERD/NASPE Standards that are the target of student learning (Please list the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].)

Learning objectives associated with the content standards across all domains

Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed

Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs (planned support)

Instructional materials, resources, and equipment used to engage students in learning tasks

Respond to prompts listed in the Planning Commentary section below prior to teaching the learning segment.

Submit your original lesson plans. If you make changes while teaching the learning segment, you will have opportunities to reflect on changes in the instruction and assessment task commentaries.

Select and submit key instructional materials needed to understand what you and the students will be doing (no more than 5 additional pages per lesson plan). The instructional materials might include such items as class handouts, assignments, slides, and interactive whiteboard images.

Submit copies of all written assessments. (Do not submit student work samples but the blank instruments as given to students.)

See Task 1: Artifacts and Commentary Specifications for instructions on electronic evidence submission. This evidence chart identifies supported file types, number of files, response length, and other important evidence specifications.

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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

What Do I Need to Write?

In Task 1: Planning for Instruction and Assessment, you will write

lesson plans

a description of your context for learning

commentary explaining your plans

Planning CommentaryRespond to the prompts below (no more than 9 single-spaced pages, including prompts).

1. Central Focus

a. Describe the central focus and purpose for the content you will teach in this learning segment.

b. Given the central focus, describe how the standards and learning objectives within your learning segment address the development of competencies in the psychomotor, cognitive, and/or affective learning domains related to

movement patterns

performance concepts and/or


c. Explain how your plans build on each other and include meaningful tasks that develop the student competencies listed above while making connections between psychomotor, cognitive, and/or affective domains.

d. Explain how you will structure the learning environment to be both emotionally and physically safe.

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, students with higher/lower proficiency levels, underperforming students or those with gaps in content knowledge, or students needing greater support or challenge).

a. Prior academic learning, experiences, and prerequisite skills related to the central focus—What do students know and what can they do?

b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?


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3. Supporting Students’ Physical Education Learning

Respond to prompts 3a–c below. As needed, refer to the lesson plans and instructional materials you have included to support your explanations. Use principles from research and/or theory to support your explanations, where appropriate.

a. Explain how your understanding of your students’ prior academic learning, experiences, and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials/equipment.

b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.

c. Describe common student errors or misunderstandings within your central focus and how you will address them.


4. Supporting Physical Education Development Through Language

a. Language Demand: Language function. Choose one language function essential for student learning within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate to your learning segment:

Analyze Contrast Describe Interpret Sequence Signal

b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function. In which lesson does the learning task occur? (Give lesson/day number.)

c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use to successfully participate in the learning task.

Vocabulary, symbols, signals (i.e., official), and key phrases

Plus at least one of the following:

Syntax

Discourse

Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them?


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d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt below.

Describe the instructional supports (during and/or prior to the learning task) that help students understand and/or successfully use the language function and additional language demands identified in prompts 4a–c.

5. Monitoring Student Learning

Refer to the assessments you will submit as part of the materials for Task 1.

a. Describe how your planned formal and informal assessments throughout the learning segment will provide direct evidence of students’ development of competencies in the psychomotor, cognitive, and/or affective learning domains related to

movement patterns



b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.

Consider students with IEPs, English language learners, students with higher/lower proficiency levels, underperforming students or those with gaps in content knowledge, or students needing greater support or challenge.

How Will the Evidence of My Teaching Practice Be Assessed?

When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. For Task 1: Planning for Instruction and Assessment, your evidence will be assessed with rubrics 1–5, which appear in the following pages.


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Text representing key differences between adjacent score levels is shown in bold. Evidence that does not meet Level 1 criteria is scored at Level 1.

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Planning Rubrics

Rubric 1: Planning for Developing Competencies in Physical Education

How do the candidate’s plans provide for a safe environment and build on each other and include tasks that develop students’ competencies in the psychomotor, cognitive, and affective domains?

Level 1

Candidate’s plans focus solely on psychomotor domain with no connections to the cognitive or affective domains.

OR

There are significant content inaccuracies that will lead to student misunderstandings.

OR

Standards, objectives, and learning tasks are not aligned with each other or are missing.

OR

Candidate does not include plans to provide a safe learning environment.

Level 2

Plans for instruction include learning tasks that provide limited support for development of psychomotor competencies with vague connections to the cognitive or affective domain.

Level 3

Plans for instruction build on each other and include learning tasks that support development of psychomotor competencies with clear connections to the cognitive OR affective domain.

Level 4

Plans for instruction build on each other and include meaningful learning tasks that support development of psychomotor competencies with clear and consistent connections to the cognitive AND affective domains.

Level 5

Plans for instruction include meaningful learning tasks thatmaximize opportunities for development of psychomotor competencies with clear and consistent connections to the cognitive AND affective domains.


Planning Rubrics continued

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Rubric 2: Planning to Support Varied Student Learning Needs

How does the candidate use knowledge of his/her students to target support for students to develop competencies and knowledge in the psychomotor, cognitive, and affective domains?

Level 1

There is no evidence of planned supports.4

4 Planned supports are instructional strategies, approaches, and/or learning tasks that the candidate uses to develop competencies in the psychomotor, cognitive, and affective

domains. Support includes such things as demonstrations, explanations, instructional cues, prompts, and multiple ways to engage with the content or activity, for example,

choices in equipment, space, and level of practice tasks.

Level 2

Planned supports are loosely tied to learning objectives or the central focus of the learning segment.

AND

Candidate attends to requirements in IEPs and 504 plans.

Level 3

Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. Candidate attends to requirements in IEPs and 504 plans.

Level 4

Planned supports are tied to learning objectives and the central focus and address the needs of specific individuals OR groups with similar needs. Candidate attends to requirements in IEPs and 504 plans.

Level 5

Level 4 plus: Planned supports include specific strategies to identify and respond to common student errors and misunderstandings.



Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

How does the candidate use knowledge of his/her students to justify instructional plans?

Level 1

Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds.

Level 2

Candidate justifies learning tasks with limited attention to students’ prior academic learning OR personal/cultural/community assets.

Level 3

Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’

prior academic learning

OR

examples of personal/cultural/ community assets

Candidate makes superficial connections to research and/or theory.

Level 4

Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior

academic learning

AND

examples of personal/cultural/community assets

Candidate makes connections to research and/or theory.

Level 5

Level 4 plus: Candidate’s justification is supported by principles from research and/or theory.

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Rubric 4: Identifying and Supporting Language Demands

How does the candidate identify and support language demands associated with a key physical education learning task?

Level 1

Language demands5 identified by the candidate are not consistent with the selected language function6 OR learning task.

OR

Language supports are missing or are not aligned with the language demand(s) for the learning task.

5 Language demands include: language function, vocabulary, symbols, signals, key phrases, and discourse (organizational structures, text structure, etc.).

6 Language function refers to the learning outcome (verb) selected in prompt 4a (e.g., analyze, interpret).

Level 2

Candidate identifies vocabulary as the major language demand associated with the language function. Attention to additional demands is superficial. Language supports primarily address definitions of vocabulary.

Level 3

Candidate identifies vocabulary AND additional language demand(s) associated with the language function. Plans include general supportfor use of vocabulary as well as additional language demand(s).

Level 4

Candidate identifies vocabulary AND additional language demand(s) associated with the language function. Plans include targeted support use of vocabulary as well as additional language demand(s).

Level 5

Level 4 plus: Instructional supports are designed to meet the needs of students with different levels oflanguage learning.


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Rubric 5: Planning Assessments to Monitor and Support Student Learning

How are the planned assessments selected or designed to provide evidence of student progress toward the standards/objectives?

Level 1

The planned assessments only provide evidence of students' competencies related to the psychomotor domain. Assessment adaptations required by IEP or 504 plans are NOT made.

Assessments are NOT aligned with the central focus and standards/objectives for the learning segment.

Level 2

The planned assessments provide limited evidence to monitor students’ competencies in the psychomotor domain AND the cognitive OR affective domain during the learning segment. Assessment adaptations required by IEP or 504 plans are made.

Level 3

The planned assessments provide evidence to monitor students’ competencies in the psychomotor domain AND the cognitive OR affective domain during the learning segment. Assessment adaptations required by IEP or 504 plans are made.

Level 4

The planned assessments provide multiple forms of evidence to monitor students’ competencies in psychomotor, cognitive, AND affective domains throughout the learning segment. Assessment adaptations required by IEP or 504 plans are made.

Level 5

Level 4 plus: The planned assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.


Task 2: Instructing and Engaging Students in Learning

What to Think About

In Task 2: Instructing and Engaging Students in Learning, you will demonstrate how you support and engage students in learning:

What kind of learning environment do you want to develop in order to establish respect and rapport, and to support students’ engagement in learning?

What kinds of learning tasks actively engage students in the central focus of the learning segment?

How will you elicit and build on student responses in ways to develop and deepen content understanding?

In what ways will you connect new content to your students’ prior academic learning and personal, cultural, or community assets during your instruction?

How will you use evidence from your instruction to examine and change your teaching practices to more effectively meet a variety of student learning needs?

What Do I Need to Do?

Obtain required permissions for video recording. Before you record your video, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear on the video. Adjust the camera angle to exclude individuals for whom you do not have permission to film.

Examine your lesson plans for the learning segment and identify challenging learning tasks in which students are actively engaged. Clip(s) should provide a sample of how you interact with students in a positive learning environment to support their development of competencies in the psychomotor, cognitive, and/or affective learning domains related to movement patterns, performance concepts, and/or health enhancing fitness through instruction for planned learning tasks.

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Identify lessons to videorecord.

Provide 1–2 video clips (totaling no more than 20 minutes in length) that demonstrate how you engage students in developing their competencies in the psychomotor, cognitive, and/or affective learning domains through planned learning tasks. The clip(s) should

include both instruction and students implementing the instruction during the learning task.

include active monitoring of student learning during the learning task.

show how you manage at least one transition to, within, or from a learning task.

Select 3 focus students that represent the range of psychomotor competencies within the class. At least one of the students should be an English language learner, a student with physical limitations, or a student with a visual impairment.

Videorecord your classroom teaching making sure to capture footage of the 3 focus students. Video clip(s) of the 3 focus students within the context of the whole class will be used in the assessment task.

Provide evidence of students’ language use. You will provide evidence of students’ language use with your video clip(s) in Task 2.

Videorecord your classroom teaching. Tips for videorecording your class are available from your teacher preparation program.

Select 1–2 video clips to submit and verify that the clip(s) meets the following requirements:

A video clip should be continuous and unedited, with no interruption in the events.

Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. Because of the poor acoustics in gymnasiums and outdoor settings, wear a microphone, if available, so that your voice can be clearly heard on the clip(s).

Do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video.

Respond to prompts listed in the Instruction Commentary section below after viewing the video clip(s).

Determine if additional information is needed to understand what you and the students are doing. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages).

See the Task 2: Artifacts and Commentary Specifications for instructions on electronic evidence submission. This evidence chart identifies supported file types, number of files, response length, and other important evidence specifications.

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Instruction Commentary Write the Instruction Commentary (no more than 6 single-spaced pages, including prompts) by providing your response to each of the prompts below.

1. Which lesson or lessons are shown in the clip(s)? Identify the lesson(s) by lesson plan number.

2. Promoting a Positive Learning Environment

Identify scenes in the video clip(s) where you provided a safe and meaningful learning environment.

a. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?

b. How did you provide an emotionally and physically safe environment for students?

3. Engaging Students in Learning

Refer to examples from the clip(s) in your explanations.

a. Explain how you actively engaged students in learning tasks aligned with objectives of the lesson in psychomotor, cognitive, and/or affective domains.

b. Using examples from the clip(s), explain how rules, routines, and transitions maximized students’ engagement in the lesson.

4. Strengthening Competencies through Monitoring


a. Explain how you actively monitored students’ performances during the learning task(s) to strengthen competencies.

b. Explain how you modified/extended the learning task(s) to strengthen competencies.

5. Using Pedagogical Content Knowledge

a. Explain how you used verbal and visual representations/demonstrations to make learning of physical activities comprehensible to students.

b. Explain how you used your knowledge of common errors and misunderstandings during instruction.

6. Evidence of Language Understanding

In this task, you will provide evidence of students’ understanding and use of the targeted academic language function. Your evidence will come from video clip(s) submitted in Task 2. If this includes use of an artifact (e.g., task card, peer assessment) make reference to the lesson plan where the artifact is included.

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Refer to examples from the clip(s) (with time stamps) and/or student video work samples as evidence:

Explain the extent to which your students were able to use language (selected function, vocabulary, and additional identified demands) to develop content understandings or to successfully participate in the learning task.

7. Analyzing Teaching


a. How did your instruction support learning for the whole class and students who need greater support or challenge?


b. What changes would you make to your instruction to better support student learning of the central focus (e.g., missed opportunities)?

c. Why do you think these changes would improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research as appropriate.


When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. For Task 2: Instructing and Engaging Students in Learning, your evidence will be assessed using Rubrics 6–11, which appear in the following pages.



Instruction Rubrics

Rubric 6: Learning Environment

How does the candidate promote a supportive and respectful learning environment that supports students?

Level 1

The clips reveal evidence of disrespectful interactions between teacher and students or between students.

OR

Candidate allows disruptive behavior to interfere with student learning.

OR

There are safety problems visible on the video posing an immediate danger to students.

Level 2

The candidate demonstrates respect for students. Candidate provides a physically safe learning environment that serves primarily to control student behavior, and minimally supports the learning goals.

Level 3

The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk, emotionally and physically safe environment that reveals mutual respect among students.

Level 4

The candidate demonstrates rapport with and respect for students. Candidate provides a challenging and emotionally and physically safe learning environment that promotes mutual respect among students.

Level 5

The candidate demonstrates rapport with and respect for students. Candidate provides a challenging and emotionally and physically safe learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students.

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Instruction Rubrics continued

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Rubric 7: Engaging Students in Learning

How does the candidate actively engage students in developing specific competencies in the psychomotor, cognitive, and/or affective domains?

Level 1

In the clip(s), students are participating in tasks that are superficially related to the central focus.

OR

There is little or no evidence that the candidate effectively uses routines and transitions.

Level 2

In the clip(s), students have limited time during planned learning tasks to focus on psychomotor competencies without developing competencies in the cognitive or affective domains.

Rules and routines exist, but are not effectively enforced to consistently engage students in learning.

Level 3

In the clip(s), students are engaged in planned learning tasks that provide enough time on task to develop competencies in the psychomotor domain and cognitive OR affective domain. Candidate prompts students,as needed, to follow rules, routines, and transitions that provide sufficient time on task and consistently engage students in learning.

Level 4

In the clip(s), students are engaged in planned learning tasks that provide enough time on task to develop competencies in the psychomotor, cognitive, AND affective domains.

Candidate prompts students, as needed, rules, routines, and transitions that maximize time on task and consistently engage students in learning.

Level 5

In the clip(s), students are engaged in learning tasks that deepen and extend the development of competencies in the psychomotor, cognitive, and affective domains.

Students prompt each other, as needed, to follow rules, routines, and transitions that maximize time on task and consistently engage students in learning.




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Rubric 8: Strengthening Student Competencies through Active Monitoring

How does the candidate actively monitor students’ actions to further develop their competencies in the psychomotor, cognitive, and/or affective domains?

Level 1

Candidate monitors students’ actions without intervening.

OR

Candidate responses include significant content inaccuracies that will lead to student misunderstandings.

Level 2

In monitoring students’ actions, the candidate provides responses unrelated to improving student competencies.

Level 3

In actively monitoring students’ actions, candidate provides group responses to improve competencies.

Level 4

In actively monitoring students’ actions, candidate provides individual, differentiated responses to improve competencies.

Level 5

Candidate actively monitors and prompts students to provide individual, differentiated responses to their peers during the learning task to improve competencies.




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Rubric 9: Subject-Specific Pedagogy

How does the candidate use pedagogical content knowledge to develop students’ competencies in psychomotor, cognitive, and/or affective domains?

Level 1

Candidate implements learning tasks that are inappropriate to develop the student competencies in the focus area.

Level 2

Candidate implements appropriate learning tasks that include instructional cues/prompts to make learning of physical activities comprehensible to students.

Level 3

Candidate implements appropriate learning tasks that include instructional cues/prompts AND explorations/ demonstrations to make learning of physical activities comprehensible to students.

Level 4

Candidate implements appropriate learning tasks that include instructional cues/prompts AND explorations/demonstrations that are organized and adapted to the abilities of the students to make learning of physical activities comprehensible to students.

Level 5

Level 4 plus: Candidate uses modified learning tasks to address common errors and misunderstandings.



Rubric 10: Analyzing Students’ Language Use and Physical Education Learning

How does the candidate analyze students’ use of language to develop content understanding?

Level 1

Candidate identifies language use in the video clip(s) that is unrelated or superficially related to the language demands (function,7 vocabulary and additional demands).

OR

Candidate does not address students’ repeated misuse of vocabulary.

7 The selected language function is the verb identified in the Planning Commentary Prompt 4a (analyze, explain, interpret, etc.).

Level 2

Candidate provides evidence in the video clip(s) that students use vocabulary associated with the language function.

Level 3

Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional demands.8

8 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary, symbols, signals, and key phrases, plus either syntax or discourse).

Level 4

Candidate explains and provides evidence of students’ use of the language function, vocabulary, AND additional language demand(s) in ways that develop content understandings.

Level 5

Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs.

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Rubric 11: Analyzing Teaching Effectiveness

How does the candidate use evidence of student learning to evaluate and change teaching practice to better meet students’ varied learning needs?

Level 1

Candidate suggests changes unrelated to evidence of student learning.

Level 2

Candidate proposes changes that are focused primarily on managerial tasks (more time, improving directions, changing groups, behavior, etc.) to improve student learning.

Level 3

Candidate proposes changes in teaching practice that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory.

Level 4

Candidate proposes changes in teaching practice that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory.

Level 5

Level 4 plus: Candidate justifies changes using principles of research and/or theory.



Task 3: Assessing Student Learning

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What to Think About

In Task 3: Assessing Student Learning, you will analyze student learning and their language use:

How will you gather evidence and make sense of what students have learned?

How will you provide meaningful feedback to your students?

How will you use evidence of what students know and are able to do to plan next steps in instruction?

How will you identify evidence and explain students’ use of language that demonstrates the development of content understanding?

What Do I Need to Do? Identify the formal performance-based assessment from the learning segment that

you will use to evaluate your students’ developing competencies. The assessment should be completed by the entire class featured in the learning segment. The assessment should reflect the work of individuals, not groups, though it could be an individual performance within a group activity, such as a game. The assessment should give both you and the students a sense of how well they are progressing toward developing the competencies targeted in the learning segment in the psychomotor, cognitive, and/or affective learning domains related to

movement patterns



Define and submit the evaluation criteria to assess student learning across the whole class.

Analyze the performance of your entire class on the assessment task and identify quantitative and qualitative patterns in competencies within the class.

Select video clips showing performances of the 3 focus students (selected during instruction) that represent the range of competencies from the whole class assessment analysis.

You may use video clip(s) showing a group of students to illustrate the 3 focus students as long as relevant aspects of each of their performances are clearly visible. Select no more than 10 minutes of video to submit across the 3 students. The focus student clips do not need to be from the same lesson as the video clip(s) submitted for the instruction task.

Verify that each video clip meets the following requirements:

A video clip should be continuous and unedited, with no interruption in the events.



Check the video and sound quality to ensure that you and your students can be seen and heard on the video clip(s) you submit. Because of the poor acoustics in gymnasiums and outdoor settings, wear a microphone, if available, so that your voice can be clearly heard on the clip(s).

Do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video.

Determine if additional information is needed to understand what you and the students are doing. For example, if there is dialogue that is not clearly heard, insert a transcription at the end of the Assessment Commentary (no more than 2 pages).

Provide feedback based on the assessment to the whole class. Submit feedback samples provided to the 3 focus students. This can be in a written, audio, or video format.

Respond to prompts listed in the Assessment Commentary section below after analyzing student work from the selected assessment.

Include and submit the chosen assessment, including the directions/prompts for the assessment. Attach it (no more than 2 pages) to the end of the Assessment Commentary.

See Task 3: Artifacts and Commentary Specifications for instructions on electronic evidence submission. This evidence chart identifies supported file types, number of files, response length, and other important evidence specifications.


Assessment Commentary Write the Assessment Commentary (no more than 8 single-spaced pages, including prompts) by providing your response to each of the prompts below.

1. Analyzing Student Learning

a. Identify the specific standards/objectives from the learning segment measured by the assessment chosen for analysis.

b. Provide the directions/prompts for the assessment and the evaluation criteria you are using to analyze student learning.

c. Provide a graphic (table or chart) or narrative summary of student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above.

d. Analyze the patterns of learning for the whole class and differences for groups or individual learners relative to competencies targeted in the learning segment in the psychomotor, cognitive, and/or affective learning domains related to

movement patterns

performance concepts, and/or


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e. Use evidence found in the 3 focus student video clips to support the analysis. If the video is of a group, clearly indicate which individual performance(s) you are citing (e.g., position, physical description).

Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge).

2. Feedback to Guide Further Learning

Refer to feedback provided to the 3 focus students to support your explanations. For example, the feedback may be

samples of rubrics with written feedback for the 3 focus students

text of verbal feedback provided to the 3 focus students

samples of written feedback provided to parents/guardians of the 3 focus students (especially for primary students)

Explain how feedback provided to the whole class addresses students’ individual strengths and needs relative to the standards/objectives measured.

3. Using Assessment to Inform Instruction

a. Based on your analysis of student learning presented in prompts 1c–e, describe next steps for instruction:

For the whole class

For the 3 focus students and other individuals/groups with specific needs


b. Explain how these next steps follow from your analysis of students’ learning. Support your explanation with principles from research and/or theory.


When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. For Task 3: Assessing Student Learning, your evidence will be assessed using Rubrics 12–14, which appear in the following pages.



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Assessment Rubrics

Rubric 12: Analysis of Student Learning

How does the candidate analyze evidence of student learning of specific competencies in the psychomotor, cognitive, and/or affective domains?

Level 1

The analysis is superficial or not supported by either student video clips or the summary of student learning.

OR

The evaluation criteria are missing.

OR

The evaluation criteria, learning objectives, and/or analysis are not aligned with each other.

Level 2

The analysis focuses on what students did right OR wrong supported by evidence from the summary OR video clips.

Level 3

The analysis focuses on what students did right AND wrong and is supported with evidence from the summary AND video clips. Analysis includes some differences in whole class learning.

Level 4

Analysis includes specific examples from video clips to demonstrate patterns of student learning consistent with the summary. Patterns are described for whole class.

Level 5

Analysis uses specific evidence from video clips to demonstrate the connections between quantitative and qualitative patterns of student learning for the individuals or groups.



Assessment Rubrics continued

Rubric 13: Providing Feedback to Guide Learning

What type of feedback does the candidate provide to students?

Level 1

Feedback is unrelated to the learning objectives OR is inconsistent with the analysis of the student’s learning.

OR

Feedback contains significant content inaccuracies.

Level 2

Feedback addresses only errors OR strengths generally related to the learning objectives.

OR

Feedback is inconsistently provided to focus students.

Level 3

Corrective and specific feedback is accurate and primarily focuses on either errors OR strengths related to specific learning objectives. Feedback is provided consistently for the focus students.

Level 4

Corrective and specific feedback is accurate and addresses both strengths AND needs related to specific learning objectives. Feedback is provided consistently for the focus students.

Level 5

Level 4 plus: Candidate describes how s/he will guide focus students to use feedback to evaluate their own strengths and needs.

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Assessment Rubrics continued

Rubric 14: Using Assessment to Inform Instruction

How does the candidate use the analysis of what students do to plan next steps in instruction?

Level 1

Next steps do not follow from the analysis.

OR

Next steps are not relevant to the standards and learning objectives assessed.

OR

Next steps are not described in sufficient detail to understand them.

Level 2

Next steps are loosely relatedto providing support to develop competencies targeted in the learning segment in the psychomotor, cognitive, and/or affective learning domains.

Level 3

Next steps propose general support that improves competencies targeted in the learning segment in the psychomotor, cognitive, and/or affective learning domains. Next steps are loosely connected with research and/or theory.

Level 4

Next steps provide targeted support to individuals OR groups to improve competencies targeted in the learning segment in the psychomotor, cognitive, and/or affective learning domains. Next steps are connected with research and/or theory.

Level 5

Next steps provide targeted support to individuals AND groups to improve competencies targeted in the learning segment in the psychomotor, cognitive, and/or affective learning domains. Next steps are justified with principles from research and/or theory.



Professional Responsibilities Refer to the following table for an overview of your professional responsibilities in developing evidence for edTPA. If you are submitting artifacts and commentaries to Pearson for official scoring, refer to the Pearson website, www.edTPA.com, for complete and current information before beginning your work. Whether or not you are submitting to Pearson, you should fulfill the professional responsibilities described below.

Responsibility Description

To protect confidentiality, please remove your name and use pseudonyms or general references (e.g., “the district”) for your state, school, district, and cooperating teacher. Mask or remove all names on any typed or written material (e.g., commentaries, lesson plans, student work samples) that could identify individuals or institutions. During video recording, use students’ first names only.

Protect confidentiality

Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording.

Acquire permissions

Your program will provide you with procedures and necessary forms to obtain these permissions, according to agreements with the school or district in which you are student teaching or completing your internship. If your program does not provide the necessary forms, you may refer to the sample forms found on the Pearson website. The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Cite sources Provide citations for the source of all materials that you did not create (e.g., published texts, websites, and material from other educators). List all citations by lesson number at the end of the Planning Commentary.

Align instruction with state standards

As part of the assessment, you will document the alignment of your lesson plans with state-adopted academic content standards and/or AAHPERD/NASPE Standards that are the target of student learning. Refer to the education agency website for your state to obtain copies of relevant standards for this assessment.

Follow the guidelines for candidate support at www.edTPA.com

Follow the guidelines for candidate support found at www.edTPA.com as you develop your evidence for edTPA. Although you may seek and receive appropriate support from your university supervisors, cooperating/master teachers, university instructors, or peers during this process, the ultimate responsibility for completing this assessment lies with you. Therefore, when you submit your completed work, you must be able to confirm your adherence with certain statements, such as the following: I have primary responsibility for teaching the students/class during the learning

segment profiled in this assessment. I have not previously taught this learning segment to the students/class. The video clip(s) submitted show me teaching the students/class profiled in the

evidence submitted. The student work included in the documentation is that of my students, completed

during the learning segment documented in this assessment. I am sole author of the commentaries and other written responses to prompts and

other requests for information in this assessment. Appropriate citations have been made for all materials in the assessment whose

sources are from published text, the Internet, or other educators.

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K–12 Physical Education Context for Learning Information

Use the K–12 Physical Education Context for Learning Information to supply information about your school/classroom context.

About the School Where You Are Teaching 1. In what type of school do you teach?

Elementary school: Middle school: Other (please describe): Urban: Suburban: Rural:

2. Describe the physical facilities (e.g., hallway, parking lot, gym, tennis court) and equipment available to you for the learning segment.

3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

About the Class Featured in This Assessment 1. If a course:

a. What is the name of the course?

b. What is the length of the course?

One semester: One year: Other (please describe):

2. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?

3. Is there any ability grouping or tracking? If so, please describe how it affects your class.

4. Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

5. List other resources (e.g., electronic whiteboard, heart monitors, stopwatches, online resources, tablets, pedometers, Polar® TriFit™ system, heart-rate monitors, BIA's [bioimpedence analysis], DDR equipment, Nintendo® Wii™) you use for instruction in this class.

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About the Students in the Class Featured in This Assessment 1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):

______________________________________________________

2. Number of

students in the class _____

males ______ females _____

3. Complete the chart below to summarize required or needed supports, accommodations or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first three rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment:

English language learners

Gifted students needing greater support or challenge

Students with Individualized Education Programs (IEPs) or 504 plans

Struggling readers

Underperforming students or those with gaps in academic knowledge

Learning Needs Category

Number of Students

Supports, Accommodations, Modifications, and/or Pertinent IEPGoals

Example: Physical limitations 2 Adaptations for equipment; modifications of tasks

Example: English Learners 5 Provide oral explanations and modeling for directions, checking for understanding

Example: Visual Impairment 1 Proximity to teacher; large, colorful equipment


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K–12 Physical Education Evidence Chart Your evidence must be submitted to the electronic portfolio management system used by your teacher preparation program. Your submission must conform to the artifact and commentary specifications for each task. This section provides instructions for all evidence types as well as a description of supported file types for evidence submission, number of files, response lengths, and other information regarding format specifications.

Task 1: Artifacts and Commentary Specifications

What to Supported File Number of Files Response Additional Information Submit Types Length

Min Max

Part A: Context for .doc; .docx; .odt; .pdf 1 1 No more than 3 Use Arial 11-point type. Learning pages, including Single space with 1" margins on all sides. Information prompts

Part B: Lesson .doc; .docx; .odt; .pdf 1 1 N /A Submit 3–5 lesson plans in 1 file. Plans for Learning Within the file, label each lesson plan (Lesson 1, Lesson 2, etc.). Segment

Part C: .doc; .docx; .odt; .pdf 1 1 N o more than 5 Submit materials in 1 file. Instructional pages of KEY Within the file, label materials by corresponding lesson (Lesson 1 Materials instructional materials Instructional Materials, Lesson 2 Instructional Materials, etc.).

per lesson plan Order materials as they are used in the learning segment.

Part D: .doc; .docx; .odt; .pdf 1 1 N /A Submit assessments in 1 file. Assessments Within the file, label assessments by corresponding lesson

(Lesson 1 Assessments, Lesson 2 Assessments, etc.). Order assessments as they are used in the learning segment.

Part E: Planning .doc; .docx; .odt; .pdf 1 1 No more than 9 Use Arial 11-point type. Commentary pages, including Single space with 1" margins on all sides.

prompts Respond to prompts before teaching the learning segment.


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Min Max

Part A: Video flv, asf, qt, mov, mpg, 1 2 No more than Before you record your video, obtain permission from the Clip(s) mpeg, avi, wmv, mp4, 20 minutes total parents/guardians of your students and from adults who appear on

m4v running time the video. Refer to Task 2, What Do I Need to Do? for video clip content and

requirements. When naming each clip file, include the number of the lesson

shown in the video clip.

IMPORTANT: Select 3 focus students that represent the range of psychomotor

competencies within the class. At least one of the students should be an English language learner, a student with physical limitations, or a student with a visual impairment.

When recording, capture footage of the 3 focus students. Video clips of the 3 focus students within the context of the whole class will be used in the assessment task.

Part B: Instruction .doc; .docx; .odt; .pdf 1 1 No more than 6 Use Arial 11-point type. Commentary pages of Single space with 1" margins on all sides.

commentary,

including prompts IMPORTANT: Insert documentation at the end of the commentary file if If needed, no more graphics, texts, or images that you or the students are using than 2 pages of are not clearly visible in the video supporting portions of the video are inaudible documentation

If submitting documentation, include the video clip number, lesson number, and explanatory text (e.g., “Clip 1, lesson 2, text from a whiteboard that is not visible in the video,” “Clip 2, lesson 4, transcription of a student response that is inaudible”).


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Min Max

Part A: Student flv, asf, wmv, qt, mov, 3 N3 o more than When naming each work sample file, include the student number. Work Samples mpg, avi, mp3, wav, 10 minutes total

mp4, wma running time

Part B: Evidence For written 0 3 N/A Document the location of your evidence of feedback in the of Feedback feedback: .doc; Assessment Commentary. .docx; .odt; .pdf If feedback is not recorded on the video clips for Task 2 or Task 3,

For audio feedback: submit only 1 file for each student—a document, video file, OR flv, asf, wmv, qt, mov, audio file—and indicate the student number (Student 1 Feedback, mpg, avi, mp3, wav, Student 2 Feedback, or Student 3 Feedback) in the corresponding mp4, wma feedback. For video feedback: When naming each feedback file, include the student number. flv, asf, qt, mov, mpg, mpeg, avi, wmv, mp4, m4v IMPORTANT: Do not submit an additional file for Part B if your

feedback is shown in the video clips for Task 2 or Task 3, Part A.

Part C: .doc; .docx; .odt; .pdf 1 1 No more than 8 Use Arial 11-point type. Assessment pages of commentary, Single space with 1" margins on all sides. Commentary including prompts IMPORTANT:

Plus no more than Include the directions/prompts for the chosen assessment if not 2 pages of directions/ clear from the student work samples. prompts Because of the poor acoustics in gymnasiums and outdoor Plus no more than 2 settings, provide descriptions of the dialogue in any sections of the pages of description video where it is difficult to hear relevant voices. Represent the of inaudible dialogue dialogue accurately without providing an exact transcription. from the student work samples

Part D: Evaluation .doc; .docx; .odt; .pdf 1 1 N /A Indicate the lesson number on the corresponding evaluation criteria Criteria (Lesson 1 Evaluation Criteria, Lesson 2 Evaluation Criteria, etc.).


K–12 Physical Education Glossary

Source citations for glossary entries are provided as footnotes in this section.

academic language: Oral, written, and nonverbal language used for academic purposes. For physical education, it is the language students must use when developing movement competencies and learning knowledge in movement-based environments. Academic language is the means by which students develop and express content understandings and communicate with each other, for example, during game play, when giving peer feedback, or when discussing a game strategy. Academic language includes the language of the discipline (vocabulary and functions and forms of language associated with learning outcomes in a particular subject) and the instructional language used to engage students’ in learning content. Academic language in physical education is anchored in movement patterns, performance concepts, and/or health-enhancing fitness vocabulary, which are vital components of every lesson in physical education. It includes nonverbal signals used during games, as well as oral and written communications.

discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring verbal, nonverbal, or written language (text structures) that provide useful ways for the content to be communicated.9 In physical education, language structures include symbolic representations such as officiating signals (which can be translated into words), graphic representation such as X’s and O’s (which is shorthand language depicting game play strategies), pictures (which represent movement forms), and orienteering maps or diagrams. If the language function analyzes movement, then appropriate language structures would be a list of critical elements which describe the essential movements of the skill.

language demands:10 Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. Some examples might be writing a fitness plan, calculating target heart rate, officiating a game, analyzing a movement pattern.

9 Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation science

standards for ELLs. Retrieved from http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-

generation-science-standards-ells

10 O'Hara, S., Pritchard, R., & Zwiers, J. (2012). Identifying academic language demands in support of the common core

standards. ASCD Express, 7(17). Retrieved from http://www.ascd.org/ascd-express/vol7/717-ohara.aspx

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http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-generation-science-standards-ells


http://www.ascd.org/ascd-express/vol7/717-ohara.aspx


language functions: The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions in physical education include, but are not limited to, interpreting instructions in task cards; describing how to perform a particular movement; explaining the how and why of a movement, tactic, or strategy; signaling verbally and nonverbally to classmates about tactics during a game; interpreting data; critiquing a peer performance and listing personal health-enhancing fitness goals; and describing the purpose of opposition, contrasting player to player versus zone defense.

syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).11

vocabulary: Includes words and phrases that are used within disciplines, including (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.12

artifacts: Authentic work completed by you and your students including lesson plans, copies of instructional and assessment materials, video clip(s) of your teaching, student work samples, and artifacts submitted as part of your evidence portfolio.

assessment (formal and informal): “[R]efer[s] to all those activities undertaken by teachers and by their students . . . that provide information to be used as feedback to modify teaching and learning activities.”13 Assessments provide evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work. Formal assessments may include, for example, quizzes, homework assignments, journals, and projects.

assets (knowledge of students):

personal: Refers to specific background information that students bring to the learning environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and so on, that a teacher can draw upon to support learning.

cultural: Refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages, world views, literature, art, and so on, that a teacher can draw upon to support learning.

community: Refers to common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices, and so on, that a teacher can draw upon to support learning.

11 Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-

Bass.

12 Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation science

standards for ELLs. Retrieved from http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-

generation-science-standards-ells

13 Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan. Retrieved from https://www.measuredprogress.org/documents/10157/15653/InsideBlackBox.pdf

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https://www.measuredprogress.org/documents/10157/15653/InsideBlackBox.pdf


central focus: A statement that captures or summarizes the overarching learning outcomes associated with content standards and learning objectives. It may not be as broad or comprehensive as a central focus used in a longer unit of instruction, but it should represent a focus beyond facts and skills. For example, the central focus for a physical education learning segment might be executing basic basketball skills in a small-sided game.

commentary: Submitted as part of each task and, along with artifacts, make up your evidence portfolio. The commentaries should be written to explain the rationale behind your teaching decisions and to analyze and reflect on what you have learned about your teaching practice and your students’ learning.

demonstrations: “[A] visual template or model of a desired movement pattern that can inform the learner about the nature of the task and its requirements.”14

electronic submission: Your evidence is submitted electronically through the electronic portfolio management system used by your teacher preparation program. Your submission must conform to the specifications listed in the K–12 Physical Education Evidence Chart.

engaging students in learning: Using instructional and motivational strategies that promote students’ active involvement in learning tasks that increase their knowledge, skills, and abilities related to specific learning objectives. Engagement in learning contrasts with student participation in learning tasks that are not well-designed and/or implemented and do not increase student learning.

evaluation criteria: Performance indicators or dimensions that are used to assess evidence of student learning. They indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the learner’s degree of success in meeting the learning objectives. Evaluation criteria can be represented in various ways, such as a rubric, a point system for different levels of performance, or rules for awarding full versus partial credit. Evaluation criteria may examine correctness/accuracy, psychomotor complexity, sophistication or elaboration of responses, or quality of explanations.

evidence: Consists of artifacts that document how you planned and implemented instruction AND commentaries that explain your plans and what is seen in the video recording(s) or examine what you learned about your teaching practice and your students’ learning. Evidence should demonstrate your ability to design lesson plans with instructional supports that deepen student learning, use knowledge of your students to inform instruction, foster a positive learning environment that promotes student learning, monitor and assess student progress toward learning objectives, and analyze your teaching effectiveness. Your evidence must be submitted electronically using the electronic portfolio management system used by your teacher preparation program.

exploration:15 Involves learning tasks that are communicated to students through questions which require students to answer the questions through their movements and to explore options rather than reproduce a skill.

14 Hodges, N., & Franks, I.M. (2002). Modelling coaching practice: The role of instruction and demonstration. Journal of Sports

Sciences, 20(10), 793–811.

15 Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Mountain View, CA:

Mayfield.

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health-enhancing physical fitness:16 “Intentional and systematic physical activity that positively enhances the components of personal physical fitness” (e.g., cardiovascular endurance, muscular strength/endurance, flexibility, and body composition). “Improving these components reduces the risk of disease and illness and enhances overall health and well-being.”

instructional cues/prompts: “Verbal cues that direct or focus students' attention to the key elements of a skill or prompt students to perform key movement components of skills (e.g., ‘platform with arms’ for a volleyball forearm pass).” 17

learning environment: The designed physical and emotional context, established and maintained throughout the learning segment to support a positive and productive learning experience for students.

learning objectives: Student learning outcomes to be achieved by the end of the lesson or learning segment.

learning segment: A set of 3–5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end.

learning task: Includes activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal. Learning tasks may be scaffolded to connect prior knowledge to new knowledge and often include formative assessment. A sample physical education learning task for 4th grade students could be practicing how to turn ropes for use in double-dutch rope jumping.

meaningful: Learning tasks are meaningful when they align with the objective(s) of the lesson; actively engage students by challenging them at appropriate levels; provide opportunities for students to practice or apply skills, knowledge, or behaviors; allow sufficient time-on-task for learning to occur; and provide enough equipment so that all students are involved. Meaningful tasks provide opportunities for all students to be fully engaged in the lesson by differentiation of instruction through student choice of equipment, starting and ending points, partners, or open or closed learning environments. In a meaningful learning task, the focus is on the successful meeting of the objective of the learning task and not the score of the game or activity.

movement patterns: “Fundamental movements as the essential building blocks to skillful movement. These include locomotor (e.g., jumping and running), non-locomotor (e.g., bending and stretching), and manipulative (e.g., striking and throwing) movement patterns.”18 These are groups of skills based on common elements.

16 National Association for Sport and Physical Education (NASPE). (2008). National Standards for Initial Physical Education

Teacher Education. Retrieved from http://www.aahperd.org/naspe/grants/accreditation/upload/2008-National-Initial-Physical-

Education-Teacher-Education-Standards-Edited-1-5-12.pdf

17 Ibid.

18 Ibid.

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http://www.aahperd.org/naspe/grants/accreditation/upload/2008-National-Initial-Physical-Education-Teacher-Education-Standards-Edited-1-5-12.pdf

http://www.aahperd.org/naspe/grants/accreditation/upload/2008-National-Initial-Physical-Education-Teacher-Education-Standards-Edited-1-5-12.pdf


patterns of learning: Includes both quantitative and qualitative consistencies for different groups of students and individuals across the whole class. Quantitative patterns indicate the number of similar correct responses or errors across or within student assessments. Qualitative patterns include descriptions of understandings and/or misunderstandings, partial understandings, and/or attempts at the performance that underlie the quantitative patterns.

performance concepts: “Knowledge and action concepts related to skillful performance. . . . [I]ncludes aspects of (1) correct selection of ‘what’ to do (e.g., when to choose a drop shot or why to choose low repetitions for strength training) when performing a skill; and (2) correct execution or ‘how’ to do a skill (e.g., executing a wrist flick or [knowing the correct] speed for lowering the weight in a repetition) (Rink 2003).”19 This also includes activities such as orienteering and teambuilding.

planned support: Instructional strategies, approaches, and/or learning tasks that the candidate uses to develop competencies in the psychomotor, cognitive, and affective domains. Support includes such things as demonstrations, explanations, instructional cues, prompts, and multiple ways to engage with the content or activity, for example, varying the task, space configuration, equipment, number of participants, and/or rules.

prior academic learning and prerequisite skills: Includes students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.

rubrics: Subject-specific evaluation criteria used to score your performance on the edTPA. The rubrics are included in the handbook following the directions for each task. The descriptors in the five-level rubrics address a wide range of performance representing the knowledge and skills of a novice not ready to teach (Level 1) to the advanced practices of a highly accomplished beginner (Level 5).

safe: In physical education, being safe goes beyond providing for students’ physical safety. It also includes ensuring there is enough space available for activities, that students appropriately use equipment, that transitions are planned for and efficiently completed, and that active supervision occurs to ensure on-task behavior. Candidates must also ensure the psychological well-being of all students by eliminating any opportunities for bullying to occur, creating an environment that encourages safe risk taking, avoiding embarrassing and singling out students, and creating an environment where appropriate peer to peer interactions occur. At no time should stereotyping based on gender, race, culture, socio-economic status, or sexual orientation occur.

scaffolding: A special type of instructional support to allow students to do a task that they cannot yet do independently. Like scaffolding for buildings under construction, the support is designed to be temporary and to be removed or gradually reduced as students learn to do the task by themselves.

social and emotional development: Refers to the ways in which children and adolescents develop understandings of self and others. Milestones at various levels of development include identity formation, self-awareness/self-concept, pro-social behavior, peer relationships, social responsibility, and moral reasoning.

19 Ibid.

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special needs: Refers to categories addressed by federal law (Individuals with Disabilities Education Act), identified learning disabilities, gifted and talented, and other features of student learning that may require individualized instruction or assessment.

transition: Managerial and organizational activities related to instructions such as time and tasks involved in changing from one activity to another. Transitions may take place in the same location with the same equipment, but the task changes; transitions may take place as students move from one location in the gymnasium to another location in the gymnasium or even to another location in the outdoor environment; and transitions may or may not involve equipment distribution and/or collection. Effective transitions are both safe as well as efficient to minimize management time and increase academic learning time.

variety of learners: Students in your class who may require different strategies or support. These students include but are not limited to students with IEPs, English language learners, higher or lower proficiency levels, underperforming students or those with gaps in academic knowledge, and/or gifted students.


Documents

K–12 Physical Education Assessment Handbooksmajresources.weebly.com/uploads/7/1/1/0/7110115/edtpa_pe_handb… · ... discipline-specific portfolio assessments to evaluate teaching